Academic Parent Teacher Teams (APTT): How Did the New Parent-Involvement Model Impact Student Achievement in HISD? Evaluation Report. Volume 9, Issue 2

Autor/in	Foster, Aysha L.
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Academic Parent Teacher Teams (APTT): How Did the New Parent-Involvement Model Impact Student Achievement in HISD? Evaluation Report. Volume 9, Issue 2
Quelle	(2015), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Parent School Relationship; Parent Participation; Elementary Schools; Grade 3; Grade 4; Grade 5; Elementary School Students; Academic Achievement; Reading Achievement; Program Effectiveness; Attendance; Achievement Gains; Texas (Houston) + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Elementary school; Grundschule; Volksschule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Leseleistung; Anwesenheit; Achievement gain; Leistungssteigerung
Abstract	During the 2014-2015 school year, the Houston Independent School District (HISD) Family and Community Engagement (FACE) Department implemented a parent engagement program in 24 elementary schools. Most schools began implementation of the program in grades 3 through 5, although some chose to include PK through 5. Grades 3 through 5 students were used for the sample in this report. Over the course of the program, 3,800 students in grades 3 through 5 had a parent/guardian participate in an APTT meeting(s). School data were collected throughout the course of the program to provide a snapshot of parent participation and student achievement. Available data include parent participation rates, demographic data, and the 2015 STAAR reading results. The Level II Satisfactory, phase-in 1 standard STAAR results suggest that APTT schools had fewer students on average who met the reading satisfactory standard than the district; nonetheless, students whose parents participated in APTT performed better compared to students in the same school whose parents did not attend meetings. Other findings suggest that there is a relationship between the number of APTT meetings parents attended and their child's performance on the STAAR reading assessment. (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01